Feeling It: Language, Race, and Affect in Latinx Youth Learning

ISBN-13: 9781138296794 / Angielski / Twarda / 2018 / 278 str.

Mary Bucholtz;Dolores Inés Casillas;Jin Sook Lee

Opis

Feeling It brings together twelve chapters from researchers in Chicanx studies, education, feminist studies, linguistics, and translation studies to offer a cohesive yet broad-ranging exploration of the issue of affect in the language and learning experiences of Latinx youth. Drawing on data from an innovative social justice-oriented university-community partnership based in young people’s social agency and their linguistic and cultural expertise, the contributors are unified by their focus on a single year in the history of this partnership; their analytic focus on race, language, and affect in educational contexts; and their shared commitment to ethnography, discourse analysis, and qualitative methods, informed by participatory and social justice paradigms for research with youth of color. Designed specifically for use in courses, with theoretical framing by the co-editors and ethnographic contributions from leading and emergent scholars, this book is an important and timely resource on affect, race, and social justice in the United States. Thanks to its interdisciplinary grounding, Feeling It will be of interest to future teachers and to researchers and students in applied linguistics, education, and Latinx studies, as well as related fields such as anthropology, communication, social psychology, and sociology.

Spis treści

Chapter 1. You Feel Me?: Language and Youth Affective Agency in a Racializing World. Mary Bucholtz, Dolores Inés Casillas, and Jin Sook Lee. Part 1: Teaching, Learning, and the Affective Challenges of Social Justice. Chapter 2. "Just" Emotions: The Politics of Racialized and Gendered Affect in a Graduate Sociolinguistic Justice Classroom, Rachel Rys. Chapter 3. Joint Creation: The Art of Accompaniment in the Language Beliefs of Transformative Teachers, Elizabeth Mainz. Chapter 4. Sounding White and Boring: Race, Identity, and Youth Freedom in an After-School Program, Anna Bax and Juan Sebastian Ferrada. Part 2: Ideologies of Race and Language in the Lives of Youth. Chapter 5. "There’s No Such Thing as Bad Language, but…": Colorblindness and Teachers’ Ideologies of Linguistic Appropriateness, Jessica Love-Nichols. Chapter 6. "I Feel Like Really Racist for Laughing": White Laughter and White Public Space in a Multiracial Classroom, Meghan Corella. Chapter 7. "You Don’t Look Like You Speak English": Raciolinguistic Profiling and Latinx Youth Agency, Adanari Zarate. Chapter 8. The Complexities in Seguir Avanzando: Incongruences between the Linguistic Ideologies of Students and Their Familias, Zuleyma Nayeli Carruba-Rogel. Part 3: Youth as Affective Agents. Chapter 9. Keeping Grandpa’s Stories and Grandma’s Recipes Alive: Exploring Family Language Policy in an Academic Preparation Program, Tijana Hirsch. Chapter 10. "Without Me, That Wouldn’t Be Possible": Affect in Latinx Youth Discussions of Language Brokering, Audrey Lopez. Chapter 11. "To Find the Right Words": Bilingual Students’ Reflections on Translation and Translatability, Katie Lateef-Jan. Chapter 12. Co-Constructing Academic Concepts in Hybrid Learning Spaces: Latinx Students’ Navigation of "Communities of Practice", María José Aragón. Chapter 13. After Affects, Mary Bucholtz, Dolores Inés Casillas, and Jin Sook Lee.